原标题：手机游戏---游戏人生---人生失察---丧失先机【2023.8.3.】

手机游戏---游戏人生---人生失察---丧失先机【2023.8.3.】

===请自觉训练！请限时记忆！===

以下六个视频，因为翻拍，视觉效果欠理想，但认真听，仔细想，娱乐之后反思有深意：

1、我们的共同语言是网络游戏？！

2、手机是不是成为了“魔鬼”？！

3、选择哪种人生？！

4、父亲的任务简单吗？！

5、到底是谁忽悠了谁？！

6、你是否符合专家的研究？！

开学能不能带手机？联合国都要加入管了！

今年高考放榜后，济南一名考生被北京大学外国语学院录取，在分享经验时，她特别强调，到现在还没有属于自己的手机，“真的是管不了的，老师、家长帮助管一下手机还是能有所资助的”。

许多网友不平气，“身边考上清华北大的同学都有手机”“不显摆你就读的是名校”？

关于在校园里用手机这件事，各人众说纷纭。

最近，连联合国都开始加入了。

联合国今日发布了2023年《全球教育监测陈诉》，陈诉建议，全球应该禁止学校使用智能手机。

‘Put learners first’: Unesco calls for global ban on smartphones in schools

“把学习者放在首位”：联合国教科文组织呼吁全球禁止校园内使用智能手机

Smartphones should be banned from schools to tackle classroom disruption(扰乱), improve learning and help protect children from cyberbullying, a UN report has recommended.

一份联合国陈诉建议，智能手机应该被禁止进入学校，以解决课堂混乱的问题，改善学习和资助掩护儿童免受网络欺凌。

Unesco, the UN’s education, science and culture agency, said there was evidence that excessive mobile phone use was linked to reduced educational performance and that high levels of screen time had a negative effect on children’s emotional stability.

联合国教科文组织表现，有证据表明，过度使用手机与学习结果下降有关，长时间的屏幕使用时间对儿童的情绪稳定有负面影响。

It said its call for a smartphone ban sent a clear message that digital technology as a whole, including artificial intelligence, should always be subservient(屈从的) to a “human-centred vision” of education, and never supplant(取代) face-to-face interaction with teachers.

禁止智能手机的呼吁发出了一个明确的信息，即包罗人工智能在内的所有数字技术应始终服从于“以人为本的教育愿景”，永远不要取代与教师的面对面互动。

Unesco warned policymakers against an unthinking embrace of digital technology, arguing that its positive impact on learning outcomes and economic efficiency could be overstated, and new was not always better. “Not all change constitutes(是) progress. Just because something can be done does not mean it should be done,” it concluded.

联合国教科文组织警告政策制定者，不要轻率地拥抱数字技术。该组织认为，数字技术对学习结果和经济效率的积极影响可能被夸大了，新技术并不总是更好。“并非所有改变都是进步。仅仅因为某件事可以做，并不意味着应该做。” 联合国教科文组织总结道。

With more learning moving online, especially in universities, it urged policymakers not to neglect the “social dimension” of education where students receive face-to-face teaching. “Those urging increasing individualisation may be missing the point of what education is about,” it said.

随着越来越多的学习活动转移到网上，尤其是在大学里，联合国教科文组织敦促政策制定者不要忽视教育的“社会维度”，即学生接受面对面的教学。“那些敦促提高个性化的人可能忽略了教育的意义。”

“The digital revolution holds immeasurable potential but, just as warnings have been voiced for how it should be regulated in society, similar attention must be paid to the way it is used in education,” said Unesco’s director general, Audrey Azoulay.

联合国教科文组织总干事奥黛丽·阿祖莱说：“数字革命具有不可估量的潜力，但是，正如人们对社会应该如何监管数字革命发出警告一样，我们也必须对数字革命在教育中的应用方式给予同样的关注。”

She added: “Its use must be for enhanced learning experiences and for the wellbeing of students and teachers, not to their detriment(伤害 ). Keep the needs of the learner first and support teachers. Online connections are no substitute for human interaction.”

她增补道：“数字技术的使用必须是为了增强学习体验，为了学生和教师的福祉，而不是损害他们。首先要把学习者的需求放在第一位，为教师提供支持。网络联系不能替代人际互动。”

Unesco said in the report that countries needed to ensure they had clear objectives and principles in place to ensure digital technology in education was beneficial and avoided harm, both to individual students’ health, and more widely to democracy and human rights, for instance through invasion of privacy and stoking(煽起) of online hatred.

联合国教科文组织在陈诉中表现，各国需要制定明确的目标和原则，以确保教育中的数字技术有益于学生个人的健康，并在更广泛的范围内制止对民主和人权造成伤害，例如侵犯隐私和煽动网络愤恨。

Excessive or inappropriate student use of technology in the classroom and at home, whether smartphones, tablets or laptops, could be distracting, disruptive(引起混乱的) and result in a detrimental(有害的) impact on learning, it said. It cited large-scale international assessment data that indicated a “negative link” between excessive use of digital technology and student performance.

陈诉称，无论是智能手机、平板电脑还是条记本电脑，学生在课堂和家中过度或不适本地使用技术，都可能分散注意力、造成干扰，并对学习产生倒霉影响。陈诉援引了大规模的国际评估数据，这些数据表明，过度使用数字技术与学生体现之间存在“负面联系”。

There was little robust(健全的) research to demonstrate digital technology inherently(内在地) added value to education, Unesco said in its 2023 Global Education Monitor report. Much of the evidence was funded by private education companies trying to sell digital learning products. Their growing influence on education policy around the world was “a cause for concern”, it added.

联合国教科文组织在其2023《全球教育监测》陈诉中表现，几乎没有强有力的研究证明数字技术对教育有内在附加值。许多证据是由试图销售数字学习产物的私营教育公司资助的。该组织增补称，它们对全球教育政策日益增长的影响是“令人焦虑的原因”。

Countries were “waking up to the importance of putting learners first” when it came to digital technology, said Unesco. It cited China, which it said has set boundaries for the use of digital devices as teaching tools, limiting them to 30% of all teaching time, with students expected to take regular screen breaks.

联合国教科文组织表现，在数字技术方面，各国“意识到把学习者放在第一位的重要性”。教科文组织引用了中国的例子，中国已经为使用数字设备作为教学工具设定了界限，将数字学习工具限制在总教学时间的30%，同时学生定期关掉屏幕休息。

It accepted that online learning “stopped education melting down” when schools and universities closed during Covid-19 lockdowns. It estimated that more than a billion students globally moved to online learning during the pandemic.

教科文组织认可，当学校和大学在疫情期间关闭时，在线学习“阻止了教育瓦解”。教科文组织估计，在大流行期间，全球有凌驾10亿学生转向在线学习。

Based on its analysis of 200 education systems around the world, Unesco estimated one in four countries had banned smartphones in school, either through law or guidance. These included France, which introduced its policy in 2018, and the Netherlands, which will bring in restrictions from 2024.

根据对全球200个教育系统的分析，联合国教科文组织估计，四分之一的国家通过法律或指导禁止在学校使用智能手机。其中包括法国和荷兰。法国在2018年推出了这项政策，荷兰将从2024年开始实施限制。

Announcing the ban this month, the Dutch education minister, Robbert Dijkgraaf, said: “Students need to be able to concentrate and need to be given the opportunity to study well. Mobile phones are a disturbance, scientific research shows. We need to protect students against this.”

在宣布这项禁令时 ，荷兰教育部长罗伯特·迪克格拉夫说：“学生需要能够集中注意力，需要有机会好好学习。科学研究表明，手机是一种干扰。我们需要掩护学生免受这种影响。”

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